Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-05T00:50:13.718Z Has data issue: false hasContentIssue false
  • English
  • Français

Education in Disaster Management and Emergencies: Defining a New European Course

Published online by Cambridge University Press:  17 March 2015

Amir Khorram-Manesh ,
Michael Ashkenazi ,
Ahmadreza Djalali ,
Pier Luigi Ingrassia ,
Tom Friedl ,
Gotz von Armin ,
Olivera Lupesco ,
Kubilay Kaptan ,
Chris Arculeo  and
Boris Hreckovski
...Show all authors
Amir Khorram-Manesh*
Affiliation:
Prehospital and Disaster Medicine Center, Department of Clinical Sciences, Sahlgrenska Academy, Gothenburg University, Gothenburg, Sweden
Michael Ashkenazi
Affiliation:
Bonn International Center for Conversion, Bonn, Germany
Ahmadreza Djalali
Affiliation:
CRIMEDIM, Universita del Piemonte Orientale, Novara, Italy
Pier Luigi Ingrassia
Affiliation:
CRIMEDIM, Universita del Piemonte Orientale, Novara, Italy
Tom Friedl
Affiliation:
NHCS, National Health Career School of Management, Hennigsdorf/Berlin, Germany
Gotz von Armin
Affiliation:
NHCS, National Health Career School of Management, Hennigsdorf/Berlin, Germany
Olivera Lupesco
Affiliation:
URGENTA, Clinical Emergency Hospital, Bucharest, Romania
Kubilay Kaptan
Affiliation:
AFAM, Disaster Research Center, Istanbul Aydin University, Istanbul, Turkey
Chris Arculeo
Affiliation:
Hanover Associates, Teddington, London, United Kingdom
Boris Hreckovski
Affiliation:
CROUMSA, Croatian Urgent Medicine and Surgery Association, Slav. Brod, Croatia
Radko Komadina
Affiliation:
SBC, General and Teaching Hospital Celje, Medical faculty Ljubljana, Slovenia
Philipp Fisher
Affiliation:
University Clinic Bonn, Department of Orthopedic and Trauma Surgery, Bonn, Germany
Stefan Voigt
Affiliation:
DLR, German Aerospace Center, Oberpfaffenhofen, Germany
James James
Affiliation:
Society for Disaster Medicine and Public Health, Bethesda, MD, USA
Elin Gursky
Affiliation:
Analytic Services, Inc., Falls Church, VA, USA.
*
Correspondence and reprint requests to Amir Khorram-Manesh, MD, PhD, Prehospital and Disaster Medicine Center, Department of Clinical Sciences, Sahlgrenska Academy, Gothenburg University, Gothenburg, Sweden (e-mail: [email protected]).
Get access Rights & Permissions [Opens in a new window]

Abstract

Objective

Unremitting natural disasters, deliberate threats, pandemics, and humanitarian suffering resulting from conflict situations necessitate swift and effective response paradigms. The European Union’s (EU) increasing visibility as a disaster response enterprise suggests the need not only for financial contribution but also for instituting a coherent disaster response approach and management structure. The DITAC (Disaster Training Curriculum) project identified deficiencies in current responder training approaches and analyzed the characteristics and content required for a new, standardized European course in disaster management and emergencies.

Methods

Over 35 experts from within and outside the EU representing various organizations and specialties involved in disaster management composed the DITAC Consortium. These experts were also organized into 5 specifically tasked working groups. Extensive literature reviews were conducted to identify requirements and deficiencies and to craft a new training concept based on research trends and lessons learned. A pilot course and program dissemination plan was also developed.

Results

The lack of standardization was repeatedly highlighted as a serious deficiency in current disaster training methods, along with gaps in the command, control, and communication levels. A blended and competency-based teaching approach using exercises combined with lectures was recommended to improve intercultural and interdisciplinary integration.

Conclusion

The goal of a European disaster management course should be to standardize and enhance intercultural and inter-agency performance across the disaster management cycle. A set of minimal standards and evaluation metrics can be achieved through consensus, education, and training in different units. The core of the training initiative will be a unit that presents a realistic situation “scenario-based training.” (Disaster Med Public Health Preparedness. 2015;9:245-255)

Keywords

educationpublic health professionaldisaster planninggovernmentemergency preparednessemergency medicine
Type
Original Research
Information
Disaster Medicine and Public Health Preparedness , Volume 9 , Issue 3 , June 2015 , pp. 245 - 255
Copyright
Copyright © Society for Disaster Medicine and Public Health, Inc. 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1. Brattberg, E, Rhinard, M. The EU and US as International Actors in Disaster Relief [working paper]. European Political and Administrative Studies. Bruges Political Research Paper No. 22, January 2012.Google Scholar
2. Abramson, DM, Redlener, I. Hurricane Sandy: lessons learned, again. Disaster Med Public Health Prep. 2012;6(4):328-329.Google Scholar
3. Alexander, DE. Towards the development of a standard in emergency planning. Disaster Prev Manag. 2005;14(2):158-175.CrossRefGoogle Scholar
4. Subbarao, I, Lyznicki, JM, Hsu, EB, et al. A consensus-based educational framework and competency set for the discipline of disaster medicine and public health preparedness. Disaster Med Public Health Prep. 2008;2:57-68.Google Scholar
5. Coule, PL, Schwartz, RB. The national Disaster Life Support Programs: a model for competency-based standardized and locally relevant training. J Public Health Manag Pract. 2009;Suppl:25-30.Google Scholar
6. Walsh, L, Subbarao, I, Gebbie, K, et al. Core competencies for disaster medicine and public health. Disaster Med Public Health Prep. 2012;6:44-52.CrossRefGoogle ScholarPubMed
7. Galindo, F, et al. NATO Handbook: Pandemics and Mass Casualty Response. Amsterdam: IOS Press; 2012:202-216.Google Scholar
8. Ingrassia, PL, Foletti, M, Djalali, A, et al (DITAC). Education and training initiatives for crisis management in the European Union: a web-based analysis of available programs. Prehosp Disaster Med. 2014;29(2):115-126.Google Scholar
9. Kane, L. Educators, learners and active learning methodologies. Int J Lifelong Educ. 2004;23(3):275-286.CrossRefGoogle Scholar
10. Whitcomb, ME. Competency-based graduate medical education? Of course!! But how should competency be assessed? Acad Med. 2002;77(5):359-360.Google Scholar
11. European Qualification Framework: Education and Training. European Commissionwebsite. http://ec.europa.eu/education/. Accessed January 2015.Google Scholar
12. Perry, RW. Incident management systems in disaster management. Disaster Prev Manag. 2003;12(5):405-412.CrossRefGoogle Scholar
13. Laevy, G, Horan, E. Clinical review: communication and logistics in the response to the 1998 terrorist bombing in Omagh, Northern Ireland. Crit Care. 2005;9:401-408.Google Scholar
14. O´Neill, PA. The ABC’s of disaster response. Scand J Surg. 2005;94:259-266.CrossRefGoogle ScholarPubMed
15. Ruggiero, KJ, Amstadter, AB, Acierno, R, et al. Social and psychological resources associated with health status in a representative sample of adults affected by the 2004 Florida hurricanes. Psychiatry. 2009;72(2):195-210.Google Scholar
16. Dobel, JP. Mission integrity in disaster management. PAR. 2010;special issue:182-183.Google Scholar
17. Wong, D. Managing mass casualty events are just the application of normal activity on a grander scale for the emergency health services. Or is it? JEPHC. 2011;9(1).Google Scholar
18. Miles, R. Empowering emergency responders. In: Bennett S, ed. Innovative Thinking in Risk, Crisis, and Disaster Management. Farnham, United Kingdom: Gower; 2012.Google Scholar
19. Merriam-Webster Dictionary online. http://www.merriam-webster.com/. Accessed January 2015.Google Scholar
20. Djalai, AR, Castren, M, Hosseinijenab, V, et al. Hospital Incident Command System (HICS) performance in Iran: decision making during disasters. SJTREM. 2012;20:14.Google Scholar
21. Col, JM. Managing disasters: the role of local government. PAR. 2007; special issue:115-124.Google Scholar
22. Palttala, P, Boano, C, Lund, R, Vos, M. Communication gaps in disaster management: perceptions by experts from governmental and non-governmental organizations. JCCM. 2012;20:2-12.Google Scholar
23. Khorram-Manesh, A, Angthong, C, Pangma, A, et al. Hospital evacuation: learning from the Past? Flooding of Bangkok 2011. BJMMR. 2014;4(1).Google Scholar
24. Hogan, DE, Burstein, JL. Basic perspective on disasters. In: Disaster Medicine. 2nd ed. Lippincott;2007.Google Scholar
25. Berke, PR, Kartez, J, Wenger, D. Recovery after disaster: achieving sustainable development, mitigation, and equity. Disasters. 1993;17(2).Google Scholar
26. Ketti, DF. The transformation of governance; globalization, devolution and the role of government. PAR. 2000;60(6):488-497.Google Scholar
27. Lindell, MK, Prater, CL. Assessing community impacts of natural disasters. Natural Hazards Review. 2003:176-185.CrossRefGoogle Scholar
28. Lindell, MK, Perry, RW. Introduction to Emergency Management. John Wiley and Sons; 1990.Google Scholar
29. Depoorter, B. Horizontal political externalities: the supply and demand of disaster management. Duke Law Journal. 2006;56(1):101-125.Google Scholar
30. Berke, PR, et al. Enhancing plan quality: evaluating the role of state planning mandates for natural hazard mitigation. J Environ Plan Manag. 1996;39(1):79-96.CrossRefGoogle Scholar
31. Bagaria, J, Heggie, C, Abrahams, J, Murray, V. Evacuations and sheltering of hospitals in emergencies: a review of international experience. Prehosp Disaster Med. 2009;24:461-467.Google Scholar
32. Sternberg, E, Lee, GC, Huard, D. Counting crisis: US hospital evacuations, 1971-1999. Prehosp Disaster Med. 2004;19(2):150-157.Google Scholar
33. Näsman, U, Zetterberg-Randén, B, Brändström, H. KAMEDO report no 88: floods in Czech Republic and Southeast Germany 2002. Prehosp Disaster Med. 2007;22(1):90-92.Google Scholar
34. Brodie, M, Wltzien, E, Attman, D, et al. Experiences of Hurricane Katrina evacuees in Houston shelters: implications for future planning. Am J Public Health. 2006;96:1402-1408.Google Scholar
35. Agantyr, LG, Häggström, E, Kulling, P. KAMEDO report no 93: The power failure at Karolinska University Hospital, Huddinge, 07 April 2007. Prehosp Disaster Med. 2009;24(5):468-470.Google Scholar
36. Vernie, C. A hospital system´s response to a hurricane offers lessons, including the need for interfacility drills. Health Aff (Millwood). 2012;31(8):1814-1821.Google Scholar
37. Powel, T, Hanfling, D, Gostin, LO. Emergency preparedness and public health: the lessons of Hurricane Sandy. JAMA. 2012;308(24):2569-2570.Google Scholar
38. Schultz, CH, Koenig, KL, Whiteside, M, Murray, R. Development of national standardized all-hazard disaster core competences for acute care physicians, nurses, and EMS professionals. Ann Emerg Med. 2012;29(3):196-208.Google Scholar
39. Lindell, MK, Perry, RW. Communicating Environmental Risk in Multiethnic Communities. Sage Publications; 2004.Google Scholar
40. Wiclair, MR. The continuing debate over risk-related standards of competence. Bioethics. 1999;13(2):149-153.Google Scholar
41. Alexander, D. Towards the development of standards in emergency management training and education. Disaster Prev Manag. 2003;12(2):113-123.Google Scholar
42. Fire and Rescue Manual. Volume 2. Fire Service Operations. Incident Command. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/7643/incidentcommand.pdf. Published 2008. Accessed January 2015.Google Scholar
43. Guidance on Command and Control. National Policing Improvement Agency. http://www.acpo.police.uk/documents/crime/2009/200907CRICCG01.pdf. Published 2009. Accessed January 2015.Google Scholar
44. Lexicon of Multi-Agency Emergency Management Terms. https://www.gov.uk/government/publications/emergency-responder-interoperability-lexicon. Accessed January 2015.Google Scholar
45. NATO Standardisation Agency website. http://nsa.nato.int/nsa/. Accessed January 2015.Google Scholar
46. Home Office. Standards for Civil Protection in England and Wales. London: Home Office Publications Branch; 1999.Google Scholar
47. National Fire Protection Association. NFPA 1600 Standard on Disaster/Emergency Management and Business Continuity Programs 2007 Edition. www.nfpa.org/assets/files/PDF/NFPA1600.pdf. Accessed January 2015.Google Scholar
48. SIPROCI Project Minimum Standards for a Local Plan of Civil Protection. SIPROCI website. http://ec.europa.eu/echo/files/civil_protection/civil/forum2007/pdf/presentations/nygren.pdf. Accessed January 2015.Google Scholar
49. Sphere Project Humanitarian Charter and Minimum Standards in Disaster Response. http://www.sphereproject.org/. Accessed January 2015.Google Scholar
50. Region of Lombardy Advanced School of Civil Protection Lombardy Civil Protection Training Standard. www.irefonline.it/websites/iref/home.nsf/index.htm. Accessed January 2015.Google Scholar
51. Australia-New Zealand Standard on Risk Management AS/NZS 4360:2004. www.saiglobal.com/shop/script/Details.asp?DocN=AS564557616854. Accessed January 2015.Google Scholar
52. US National Incident Management System standards. FEMA website.https://www.fema.gov/national-incident-management-system. Accessed January 2015.Google Scholar
53. British Standard in Business Continuity Management BS 25999 Parts 1 and 2. www.bsi-global.com/en/Assessment-and-certification-services/management-systems/Standards-and-Schemes/BS-25999/. Accessed January 2015.Google Scholar
54. Gossman, P, Stewart, T, Jaspers, M, et al. Integrating web-delivered problem-based learning scenarios to the curriculum. ALH. 2007;8(2):139-153.Google Scholar
55. Persson, AC, Fyrenius, A, Bergdahl, B. Perspectives on using multimedia scenarios in a PBL medical curriculum. Med Teach. 2010;32:766-772.Google Scholar
56. Ronchetti, M. Using video lectures to make teaching more interactive. Presented at ICL 2009; September 23-25, 2009; Villach, Austria. http://www.icl-conference.org/dl/proceedings/2009/program/pdf/Contribution_010.pdf. Accessed January 2015.Google Scholar
57. Brecht, HD, Ogilby, SM. Enabling a comprehensive teaching strategy: video lectures. JITE (Innovations in Practice). 2008;7:71-86.Google Scholar
58. Cohen, D, Sedvalis, N, Patel, V, et al. Tactical and operational response to major incidents. Feasibility and reliability of skills assessment using novel virtual environments. Resuscitation. 2013;84(7):992-998.Google Scholar
59. Smee, S. Skill based assessment. BMJ. 2003;326(7391):703-706.Google Scholar
60. Chi, CH, Chao, WH, Chang, CC, et al. Emergency medical technicians' disaster training by tabletop exercise. Am J Emerg Med. 2001;19:433-436.Google Scholar
61. Rehn, M, Andersen, JE, Vigerust, T, et al. A concept for major incident triage: full-scaled simulation feasibility study. BMC Emerg Med. 2010;10:17.Google Scholar
62. Ofstad, W, Brunner, LJ. Team-based learning in pharmacy education. Am J Pharm Educ. 2013;77(4):Art 70.Google Scholar
63. Campanale, RP. Surprise realistic mock disasters. The most effective means of disaster training. Calif Med. 1964;101:435-438.Google Scholar
64. Ricer, RE, Filak, AT, Short, J. Does a high tech (computerized, animated, Powerpoint) presentation increase retention of material compared to a low tech (black on clear overheads) presentation? Teach Learn Med. 2005;17(2):107-111.CrossRefGoogle ScholarPubMed
65. Leaming, JM, Adoff, S, Terndrup, TE. Computer simulation as a tool to enable decision-making in a pandemic influenza response scenario. West J Emerg Med. 2013;14(3):236-242.Google Scholar
66. Lennquist, S. Education and training in disaster medicine. Scand J Surg. 2005;94:300-310.Google Scholar
67. Cohen, D, Sevdalis, N, Taylor, D, et al. Emergency preparedness in the 21st century Training and preparation modules in virtual environments. Resuscitation. 2013;84:78-84.CrossRefGoogle ScholarPubMed
68. Heinrichs, L, Youngblood, P, Harter, P, et al. Training healthcare personnel for mass- casualty incidents in a virtual emergency department VED II. Prehosp Disaster Med. 2010;25(5):424-432.CrossRefGoogle Scholar
69. Montán, KL, Khorram-Manesh, A, Örtenwall, P, Lennquist, S. Comparative study of physiological and anatomical triage in major incidents using a new simulation model. Am J Disaster Med. 2011;6:289-298.Google Scholar
70. Oliver, M, Trigwell, K. Can blended learning be redeemed? E-Learning. 2005;2(1):17-26.Google Scholar
71. Garrison, DR, Kanuka, H. Blended learning: uncovering its transformative potential in higher education. IHEDUC. 2004;7:95-105.Google Scholar
72. Ginns, P, Ellis, R. Quality in blended learning: exploring the relationships between on-line and face to face teaching and learning. IHEDUC. 2007;10:53-64.Google Scholar
73. Collis, B. Course redesign for blended learning: modern optics for technical professionals. IJCEELL. 2003;13(1/2):22-38.Google Scholar
74. Graham, CR. In: Bonk CJ, Graham CR, eds. Handbook of Blended Learning. Global Perspectives, Local Designs. San Francisco, CA: Pfifer Publishing; 2004.Google Scholar
75. Hsu, EB, Jenckes, MW, Catlett, CL, et al. Training of hospital staff to respond to a mass casualty incident. Evid Rep Technol Assess (Summ). 2004;95:1-3.Google Scholar
76. Ebell, MH, Siwek, J, Weiss, BD, et al. Strength of recommendation taxonomy (SORT): a patient-centred approach to grading evidence in the medical literature. J Am Board Fam Pract. 2004;17(1):59-67.Google Scholar
77. Behar, S, Upperman, JS, Ramirez, M, et al. Training medical staff for pediatric disaster victims: a comparison of different teaching methods. Am J Disaster Med. 2008;3(4):189-199.Google Scholar
78. Ward, J, LaBranche, GA. Blended learning: the convergence of e-learning and meetings. Franchizing World. 2003;35(4):22-23.Google Scholar
79. Vander Stoep, F, Louw, WJ. Introduction to didactic pedagogics. In: Didactic Pedagogics 2011. Translation of: Inleiding tot die didaktiese pedagogiek. Pretoria: Academica; 1979. http://georgeyonge.net/translations/didactic-pedagogics/introduction-didactic-pedagogics. Accessed January 2015.Google Scholar
80. Speaking of teaching. Problem-based learning. Stanford University Newsletter on Teaching. 2001;11(1).Google Scholar
81. Wakefield, A, Furber, C, Boqqis, C, et al. Promoting interdisciplinaity through educational initiative: a qualitative evaluation. Nurse Educ Pract. 2003;3(4):195-203.Google Scholar
82. Savery, JR. Overview of problem-based learning: definitions and distinctions. IJPBL. 2006;1(1):9-20.Google Scholar
83. Ahearn, C, Nalley, D. How to assess student performance in science: going beyond multiple choice tests. SERVE, School of Education, University of North Carolina at Greensboro. Online 2013. http://www.serve.org/uploads/publications/HowtoAssess.pdf. Accessed January 2015.Google Scholar
84. Assessing science learning. In: New Jersey Science Curriculum Framework. Online 2013. http://www.state.nj.us/education/archive/frameworks/science/chap5.pdf. Accessed January 2015.Google Scholar
85. Kirkpatrick, DL. Techniques for evaluating training programs. Part 1: reaction. In: Evaluating Training Programs, compiled by DL Kirkpatrick, 1-5. Madison, WI: ASTD; 1975.Google Scholar
86. Kirkpatrick, DL. Techniques for evaluating training programs. Part 2: learning. In: Evaluating Training Programs, compiled by DL Kirkpatrick, 16-19. Madison, WI: ASTD; 1975.Google Scholar
87. Kirkpatrick, DL. Techniques for evaluating training programs. Part 3: behavior. In: Evaluating Training Programs, compiled by DL Kirkpatrick, 10-13. Madison, WI: ASTD; 1975.Google Scholar
88. Kirkpatrick, DL. Techniques for evaluating training programs. Part 4: results. In: Evaluating Training Programs, compiled by DL Kirkpatrick, 14-17. Madison, WI: ASTD; 1975.Google Scholar
89. Nadler, L, Nadler, Z. Evaluation and feedback. In: Training: The Critical Events Model. 2nd Edition. Taylor & Francis; 1994.Google Scholar
90. Eseryel, D. Approaches to evaluation of training. Theory & Practice, Educational Technology & Society Journal. 2002;5(2):93-98.Google Scholar
91. Esteves, J, Pastor, J, Casanovas, J. A framework proposal for monitoring and evaluating training in ERP implementation projects. www.researchgate.net/. Accessed January 2015.Google Scholar
92. Rae, L. How to Measure Training Effectiveness? Gower Publishing Ltd; 1991.Google Scholar
93. Nickols, F. Evaluating Training: There is No Cookbook Approach. 2003. http://www.nickols.us/evaluating_training.pdf. Accessed January 2015.Google Scholar
94. Djalali, A, Ingrassia, PL, Della Corte, F, et al (DITAC). Identifying deficiencies in national and foreign medical team responses through expert opinion surveys: implications for education and training. Prehosp Disaster Med. 2014;19:1-5.Google Scholar